Beginning with the observation that sex differences affecting the learning process have largely been ignored in our schools, this dissertation reviews literature on the differences in learning characteristics of boys and girls and proposes a proprioceptor stimulation or multisensory approach of teaching. The author maintains that kinesthetic methods are more appropriate for teaching boys than the visual-auditory approach used for both boys and girls now. By presenting data from various studies which indicate that the larger numbers of juvenile delinquents and retarded readers in elementary grades are boys, the author argues that boys are being feminized by our current educational system. It is further stated that proprioceptor functions, related to motor patterns controlled in the lower brain centers, can act to (1) destroy previous learning; (2) rebuild capacity in the integrative process where brain tissue has been destroyed; (3) develop perceptual abilities as in the case of nonreaders; (4) incorporate individuals, groups, objects, and locations as extensions of ourselves; (5) circumvent higher brain functions; and (6) distort integrative functions resulting in emotional and behavioral problems. A bibliography is included. (AL)